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摘 要:阅读是人类获取知识的最有效的技巧之一。在英语学习中,阅读更是人们接触英语,吸收英语语言知识,获取感性认识的重要途径之一。然而,在我国的大学英语教学中,英语教学质量还跟不上社会发展的需求,这是不争的事实。部分大学毕业生,学了十多年英语,仍不具备起码的阅读能力。本文作者根据多年的教学实践,就在英语教学中如何培养学生的阅读理解能力进行了论述。 关键词:教学 英语 阅读 能力 技巧 Abstract:Reading is the most useful learning skill one should acquire. Reading is also one of themost important ways for people to come to know English, to learn knowledge of English, and to gainperceptual knowledge of English when learning English. However, it is a fact beyond doubt that thequality of English teaching in our universities and colleges still cannot meet the demand of the socialdevelopment. Part of graduates who have studied English for more than ten years do not have the ba-sic reading ability yet. In this article, the author discusses how to develop the students' capacity ofreading comprehension, based on his teaching practice and experience for years. Key words:teaching;English language;reading;ability;skills 阅读是人类获取知识最有效的技巧之一。据统计,人们工作中用于阅读(读书,看报等)的时间占全部工作时间的85%。在英语学习中,阅读更是人们接触英语,吸收英语语言知识,获取感性认识的重要途径之一。所以,在英语教学中,培养学生的阅读理解能力显得尤为重要。然而,传统的课文教学仍沿袭段落的略论与讲解,更把重点放在词汇的讲解与语法的略论方面。这样,一篇内容充实,思想丰富,意境深远,文笔优美的文章变成了一堆支离破碎的语言材料。学生注意的仅仅是语言、语法知识的学习而忽略了对全篇文章在思想、内容以及形式上的理解与学习,更不知道,这一篇篇文章正是我们努力寻求并刻意模仿和欣赏的英文美文典范。这种只见树木不见森林的教学方式,既不利于把英语作为培养人才的工作,也违反了英语作为一种语言的教学规律。 其结果更是不能全面地培养和提高学生的阅读理解能力。下面,仅就通过课文教学培养学生阅读理解能力的实践,谈谈个人对此问题的思索。心理学探讨告诉我们,阅读理解过程至少可以分为四个阶段:一、字面理解阶段。学生仅理解文章中的某个(些)字、词、句或某个(些)观点的表面的、直观的意义;二、文章文字的理解阶段。学生初步理解了段落与全篇的联系及全篇想要表达的内容。三、深层理解阶段。学生们已经从课文的字里行间里深刻地领悟了作者所要阐述的真正观点和寓意。四、综合评论阶段。学生根据自己的阅读理解,对全篇中的人物、事件、思想和意义进行综合性的评论。这一阶段的理解远远高于以上三个阶段的理解。根据心理学的这一理论,我认为在英语课文教学中,应用渐进式提问结合阶梯式阅读与理解的措施,有助于培养学生的阅读理解能力。所谓渐进式提问,是指教师在让学生阅读课文之前,根据课文内容,逐渐地由浅入深,由简单到复杂地提出一连串内容上相连贯的理解性问题;所谓阶梯式阅读理解,是指学生根据老师提出的问题,对整篇文章进行由表及里,由浅入深阶梯式的阅读,并在阅读过程中带着问题寻找答案。现在就以《大学英语》第一册第三课“THEPRESENT”为例,具体谈谈怎样对课文进行渐进式提问,怎样引导学生进行阶梯式阅读。 一、第一阶层的提问与阅读。教师首先根据课文内容,采用是非题或正误判断题进行提问。 如1. The old lady got up early that daysimply because she was in the habit of doing so. 2. The old lady has two daughters: Myra,the one she was proud of, and Enid, the one sheloved. 3. The old lady was proud of Myra as shehad got a medal for her work for the aged. 4. In the past two years, Myra seldomcame to see her mother, but she wrote to herquite often. 5. The old lady was sure that Myra wouldcome to see her since eighty was a special birth-day.6. After she read what her daughter wroteon the printed birthday card, she felt so hurtthat she tore the check that came along with thecard into little bits. 带着以上的问题,学生们对全篇课文进行了第一阶段的阅读。由于第一阶段的问题一般是简单复述课文里的东西,所以学生在阅读过程中很容易找到答案。这样,第一次的提问和阅读使学生粗读了全文,了解了大意,对课文也有了一个初步印象。 二、第二阶层的提问和阅读。在学生粗读课文的基础上,教师再提出课文中无明显答案,但关系上下文,经过推理可以找到答案的问题。 如1. What was the special occasion? Howold was the old lady? 2. Whom did the old lady love more, Myraor Enid? Why? 3. Who was Jim? Was he still alive? 4. Why was eighty a special birthday? |
